A Review of the Current Situation and Practices of Multigrade Schools in the Philippines

The Multi-Grade Program in Philippine Education (MPPE) is a DepEd initiative with UNICEF support, aiming to democratize access to quality education in isolated and underserved areas. This study evaluates multi-grade education, employing mixed methods like causal-comparative surveys and qualitative evaluations, gathering data from various sources including student test performance, surveys of multi-grade schools, and focus group discussions with stakeholders.

MPPE implementation shows partial to adequate compliance with existing policies, leading to positive results in nine program areas despite challenges. Adequate compliance was noted in classroom organization, class programs, capacity-building, and teacher hiring. However, challenges include combining kindergarten with upper grades, lack of skills in localizing teaching materials, insufficient multi-grade teacher preparation and rapid turnover, and partial compliance in school facilities, teacher incentives, resources, and fund allocation.

Success factors for MPPE include innovative multi-grade instructional strategies, authentic assessments, effective school leadership, strong support from parents and communities, and committed multi-grade teachers. Teachers use diverse strategies like cooperative learning, peer tutoring, and self-directed learning. Authentic assessment methods complement traditional ones. Strong parental and community engagement, including financial and labor support, is crucial. Teachers from local communities show greater intrinsic motivation and commitment.

MPPE goal achievement is constrained by teachers' multiple roles, inadequate instructional support from school heads and supervisors, and a lack of responsive monitoring and evaluation systems. Most multi-grade schools have teachers-in-charge who also act as school heads, leading to divided time and effort. Instructional supervision often relies on evaluative approaches, lacking a developmental, coaching-based approach tailored for multi-grade settings. There's also a lack of institutionalized M&E systems and limited training and funding for M&E activities, especially due to schools' remoteness.

MPPE contributes positively to student learning, with multi-grade learners performing at par or better than mono-grade learners. While there's no overall statistical difference in academic achievement, multi-grade learners scored higher in Mathematics and Mother Tongue, whereas mono-grade learners excelled in English, Filipino, and Science. Multi-grade education is a workable way to enhance inclusion, providing innovative education in hard-to-reach communities with limited options. Small class sizes and differentiated instruction allow for optimized teacher-student contact and personalized learning, promoting learning according to individual needs.

Policy recommendations include reviewing and updating MPPE policies for consistency and flexibility, issuing comprehensive guidelines for K to 12 implementation, and encouraging inclusive stakeholder engagement. There's a need for greater contextualization of policies by field offices to match local needs and promote sharing of good practices. The DepEd Bureau of Learning Delivery should focus on formulating clear policies, improving access to resources, and screening policies to identify challenges specific to multi-grade schools.

Specific policy recommendations cover several areas: strengthening kindergarten separation, upgrading school facilities to meet WASH standards, improving learning facilities with open spaces and ICT, and encouraging flexible class programs. For teacher recognition, systematic disbursement of hardship allowances, performance incentives, and career development support are crucial. In capacity-building, comprehensive induction training, customized teacher training, and LACS sessions for implementers are recommended.

For teaching and learning resources, curriculum contextualization to local culture, development of mother-tongue materials, and multi-grade resources that bridge languages are vital. The DepEd Bureau of Learning Delivery should update and distribute materials, review the multi-grade teach-learn package, provide alternatives to packaged materials in offline platforms, and offer technical guidance for localized resources. Procurement methods need review for efficient supply delivery. Regarding hiring and staff movement, discouraging inexperienced teachers in multi-grade schools, strengthening localization laws, and assigning master teachers are important. Fund allocation requires increased funding, re-evaluation of MOOE computation, and nurturing partnerships for systematic M&E.

Program implementation recommendations focus on instructional delivery and assessment, emphasizing intensive capacity-building, coaching, and mentoring, as well as fostering knowledge sharing among multi-grade schools. Collaboration with other DepEd programs (SPED, IPED, Madrasah) and the use of appropriate technologies are encouraged. Instructional supervision should enhance the competence of school heads, PDSs, and multi-grade supervisors, shifting towards developmental approaches and promoting distributed leadership. An M&E system differentiated by governance levels, with capacity building for monitors and clear delineation of roles, is essential. EBEIS data should be systematically tagged for multi-grade program scope identification, with regular mapping of schools and out-of-school learners.

Multi-grade schools should be proportionally represented in national assessments, with comparative analysis regularly included in BEI reporting. School governance councils need strengthening to review performance, plan adjustments, and foster community partnerships. School heads should monitor teacher support, and the roles of teachers-in-charge should evolve into instructional leaders. Co-curricular activities should encourage indigenous knowledge, community engagement, and soft skills. Enhanced advocacy efforts with parents and nurturing two-way partnerships are crucial. The goal is to widen multi-grade education coverage, make necessary adjustments for diverse learners, and use Alternative Delivery Modalities (ADM) approaches. Further research is needed on competency standards, peer learning effectiveness, language bridging strategies, and comparative performance of multi-grade vs. mono-grade students.

Multi-grade education remains a vital response to the geographical challenges of the Philippines, where numerous islands and isolated communities lack sufficient children and teachers for mono-grade classes. Despite its challenges, the MPPE program is working and achieving good results, largely due to the determination and passion of multi-grade teachers serving disadvantaged learning communities.